Recent calls for the "annulment of Spain exceptionalism" (Herlihy-Mera 7) in Spanish programs across developmental levels in the United States, and a greater emphasis on local Spanish language communities and practices compelled the author to reassess her scholarly background as a "Peninsularist" and her approach to teaching Spain within a traditional undergraduate Spanish program. This essay proposes the contemporary graphic travelogue as a productive site for exploring, evaluating, and envisioning what it means to teach and study Spanish language and culture in the twenty-first-century United States. Highlighting Spanish travelers abroad who must navigate complex intercultural and interlinguistic encounters, these works facilitate metalinguistic and critical language awareness, discussions about national and European identity, the Global North and South, and ethical travel and tourism. They also expand the scope of cultural text types used to engage students and build multimodal literacy as students navigate and process their interactions with visual and verbal language. The author provides a brief overview of several recent graphic travelogues that portray Spanish travelers in Asia, Africa, and the Americas. The intent is to articulate a body of works that, taken as a whole, de-center Spain through the depiction of travel beyond Spanish borders and beyond the European continent. The author hopes the works examined here provide fruitful conversations in classrooms, but also inspires curricular discussions and creative re-envisioning within US-based undergraduate Spanish programs.